This study aims to characterize the teaching practices on Elementary School, Junior High, High School and Education of Young’s and Adults. It starts on the assumption that youth is challenging the teachers in the realization of the process of teaching and learning, due to the different levels of knowledge and rhythms of learning; the differences in behavior in the classroom and in the conception of reality. For a full vision about the education of young’s and adults, the theoretical conceptions traced in its historical trajectory are approached in this study. The research brings the youth as a social category, analyzed by Pierre Bourdieu’s perspective, as a social built and determined by the existing social conditions concept, and not as a biological process with steps marked by age range. The research centers itself in the teaching practices, axis of the teaching and learning process, bringing the elements that built it and other factors that interfere on the realization of the research, analyzing the aspects that are potentiated and which are marginalized by the youth. As methodology, it used the qualitative research, with data collection in a State Institution of Education, on the city of Curitiba – PR, Brazil, that offers a face to face education. The data collection techniques used on the research is the observation, questionnaire, and documentation analyses techniques. The research has as objects the students between 15 and 29 years of age range. The central theoretical approach is guided by the following authors: Bourdieu (2003); Freire (1996); Haddad (2007); Kuenzer (2002); Moura (1999); Paiva (2003); Pinto (1993); Ribeiro (2001); Soares (2002); Sposito (1997); Vázquez (2007); Vigotski (1998), allowing the discussion of education of youngs and adults by the historical and social perspective. It is evidenced that the teaching techniques follow an institutional routine, showing that the youth is much more a sociological issue then pedagogical by the reality and view of the subjects of this research